Perceptions of Native Speakers in the EFL Classroom: Suggestions for Further Research at Austrian Primary School Level

Abstract

This paper looks at common assumptions regarding native speakers of English as EFL teachers by drawing on international evidence as well as specifics of the Austrian primary curriculum. Its outlook suggests not only a need for a stronger focus on foreign language skills and didactics as part of teacher training programmes offered in Austria, but also an emerging need for more research into the area of primary school teachers’ perceptions of their skills as both speakers and teachers of English. In light of upcoming changes to the curricula, most importantly, in this case, teaching and grading of English becoming compulsory at Key Stage 2, research into the efficacy of initial teacher training, as well as continuous professional development opportunities for teachers, is proposed.